Earlier this month, with no legislative oversight and limited public input, the Connecticut State Department of Education become one of a handful of states to submit its proposed action plan under the new Every Student Succeeds Act.
Although the Trump administration has postponed the date states must submit plans until September 2017, the Malloy administration decided – for reasons that remain unclear – to jump the gun and submit a plan that fails to adequately utilize much of the flexibility contained in the new federal law.
One of the most noticeable and absurd aspects of Connecticut’s new ESSA plan is despite proposing record cuts to Connecticut’s public schools, the Malloy administration claims that it will ensure that 100 percent of all students will be proficient on the state’s standardized tests by 2029-2030.
The truth is that while the Every Student Succeeds Act continues much of the test and punish elements of the No Child Left Behind Act and the Race to the Top Program, the federal law does provide states with greater flexibility when it comes to how it relies on the use of unfair, discriminatory and inappropriate standardized testing schemes.
However, Connecticut, one of only 12 states to submit a plan to the U.S. Department of Education, informed federal officials that it remains committed to the use of the poorly constructed and blatantly unfair Smarter Balanced Assessment Consortium (SBAC) testing scam.
In a recent new report, Education Week Explains;
Under ESSA, states are required to pick both long-term and interim goals for student achievement and graduation rates.
States are supposed to give separate, “substantial weight” to student achievement, graduation rates, English-language proficiency and another academic indicator, as well as an indicator of school quality or student success. Academic indicators—like test scores and graduation rates—are supposed to weigh “much more” as a group than the indicator of school quality or student success.
Education Week goes on to note that;
Connecticut hasn’t set student achievement goals, although it has set growth goals for elementary and middle schools. The state considers its targets as setting “growth to proficiency.”
Connecticut is still working on its English-language proficiency indicator, which it plans to attach to student growth, rather than consider separately. Peer reviewers may question the fact that the state won’t be measuring English-language proficiency right from the start, and the fact that ELP won’t be a standalone indicator.
In addition to 100 percent achievement by 2029-30, the Connecticut plan claims that it will reach 94 percent graduation rates for all students, and all subgroups of students. In 2014-15, the graduation rate in Connecticut was 87.2 percent.
It is a sad commentary that the Malloy administration and his political appointees on the State Board of Education remain unnecessarily and inappropriately committed to the unfair SBAC testing system.
You can read more about Connecticut’s plan in Education Week via – http://blogs.edweek.org/edweek/campaign-k-12/2017/04/academic_goals_states_ESSA_plans.html